How can educators effectively identify and support students experiencing reading difficulties through classroom-based assessment and targeted instruction? The authors, a team of experienced literacy scholars and practitioners, synthesize current research with practical application to provide a framework for teachers working in diverse classroom environments. By prioritizing teacher-driven observation and evidence-based remediation, the text argues that literacy success is best achieved through continuous, data-informed instructional adaptation.

This text is regarded as a standard resource for teacher preparation programs and professional development in the field of literacy education. The systematic approach to assessment and the focus on inclusive classroom strategies provide a reliable foundation for practitioners addressing diverse reading challenges.